Using the EQ Band Scales for EAL/D students Overview Who are the - - PowerPoint PPT Presentation

Using the EQ Band Scales for EAL/D students

Overview

 Who are the EAL/D students? According to ACARA.  What are the EQ Bandscales? The NEW and OLD versions of the Introductory guide to the Bandscales.  Links to find these important document  What is the ACARA Learning Progression in relation to the Bandscales?  When to Bandscale?  Why Bandscale learners?  What to Bandscale? Listening/Speaking/Reading/Writing  What is the difference between BICS, CALPS and CUPS?  Why EQ Bandscales and TEEPLE? Link?  Entering Bandscales onto OneSchool and Developmental maps  One Channel Recordings to deepen one’s knowledge of EQ Bandscaling.  Metropolitan Ed Studio

Who are EAL/D students?

 The Australian curriculum acknowledges the importance of recognising and responding to the learning needs of EALD students (ACARA 2014a)  English as an additional language or dialect (EAL/D) students are “those whose first language is a language or dialect other than English and who require additional support to assist them to develop proficiency in SAE (ACARA 2014, p.9)  These students come from diverse language and cultural backgrounds, yet they face the common challenge of learning a new language, Standard Australian English, at the same time as they must learn curriculum content in and through this new

• language. SAE is the variety of spoken and written English used

formally in Australian schools.

 Please take note that many, but not all EAL/D students require additional support to meet the curriculum expectations for their age cohort.

Where do you get the EQ Bandscales?

 Education Queensland website (doing a google search. I have link on a later slide)  Metropolitan EAL/D site  Ed Studio in the learning place  I can provide you with an electronic link to access both the Introductory guides to using the Bandscales as they can be downloaded from the internet.  The new Bandscales book is not as easy to find currently but I can provide a copy on your sticks or send it to you via email.

Link to the new “Introductory guide to the Bandscales state schools.” https://learningplace.eq.edu.au/cx/resources/file/fefd41bd-fc43-417f-aa49- 224ad8d77043/1/docs/introductory-guide-bandscales.pdf Link to the older version of “Introductory guide to the Bandscales State Schools) https://eqi.com.au/pdfs/eald-learners-bandscales.pdf ESLATS link (Bandscales with teaching strategies available on the internet) http://indigenous.education.qld.gov.au/SiteCollectionDocuments/schools- educators/eslats-book.pdf

Why do teachers need Bandscales or the equivalent in our classrooms?

 It is very important that every teacher is able to confidently and competently identify, support and monitor the SAE development of EAL/D students.  All classroom teachers can use the Bandscales State schools (Queensland) to observe language behaviours to determine students’ SAE levels and monitor progress.  Some schools have specialist EAL/D teachers to assist schools and can provide further advice about this process, but if not, then classroom teachers can apply this themselves.

What are the EQ Bandscales for EAL/D learners?

 The EQ Bandscales is an assessment/monitoring tool to provide a map of EAL/D learner progress in Standard Australian English (SAE) language development.  They assist teachers in identifying and tracking EAL/D learners’ progression

• f SAE language learning.

 They describe observable behaviours typical of second language acquisition for both overseas-born backgrounds (including refugees) and from Australian-born backgrounds (including Aboriginal and Torres Strait Islander learners).  They describe six levels of language development in each of the four macro skills of listening, speaking, reading and writing.

What is the ACARA EAL/D Learning Progression?

 ACARA has developed the EAL/D Resource to assist teachers as they develop teaching and learning programs in the Australian Curriculum for EAL/D learners.  It includes an EAL/D learning progression from foundation to year 10. It is NOT an assessment tool.  It does not take the place of the EQ Bandscales and is not aligned to them.  It contains 4 broad categories:

ACARA 4 broad categories

 Beginning English - some print literacy in the first language. Limited Literacy Background is included as a subcategory.  Emerging English - a growing degree of print literacy and oral language competency with English.  Developing English — further developing knowledge of print literacy and

• ral language competency with English.

 Consolidating English — a sound knowledge of spoken and written English, including a growing competency with academic language.  Different students progress at different rates or the same student may be in different phases across the language modes or macro skills of listening, speaking, reading and writing.  ACARA also developed the Annotated content descriptions for English, Maths, Science and History from foundation to yr 10 (ACARA 2014b)

Why Bandscale EAL/D learners?

 To identify and record EAL/D learners.  For teaching and learning.  Funding.  Data collection and One School. For additional funding provided to schools from Dependant visa holding people.

Why? Identifying the EAL/D learners

 Enrolment officer flags on One School. (challenges around this) To determine the type of support that will be provided.(classroom needs of the learner, teacher expertise, resources including personnel) Sometimes it is an ongoing process as students reveal who they are! The Hidden learners.

Why?Data Collection and One School

 One School is used to collect/share learner data including Bandscales.  The Developmental Maps enable the CT to track the learner’s progress. BUT: depending on your role. Print the tracking report of the Bandscales every semester as the current program One school uses writes across the previous year’s Bandscales so one cannot get a view across 1 year or more years.

Strategic understandings we need to keep in mind for any age EAL/D students in all subject areas.

 To understand this: most EAL/D learners are developing all the following skills simultaneously:

• 1. English Language skills.
• 2. Literacy and numeracy skills.
• 3. Content knowledge of learning areas.

Strategic understandings for the classroom continued

 A focussed approach also gives teachers insight that each KLA has academic demands in terms of genre type and language usage needed to be brought to the attention of EALD learners.  The Teaching Emphases (Teeple) provides the classroom strategies linked to the Bandscales for what the learner needs to move up to the next level. Can also use ESLATS.  Listening/speaking (oral language) provides the basis for literacy learning.  Explicit teaching of grammar contextualised within texts being studied is necessary.

EAL/D One Channel recordings

 OneChannel recorded web conferences  Additional OneChannel recorded web conferences supporting teaching of English as an additional language or dialect (EAL/D) learners:  EAL/D learners in mainstream classrooms  Teacher aides supporting EAL/D learners  EAL/D learners beginning to write  EAL/D learners beginning to read  EAL/D learners building vocabulary  Teaching oracy to develop literacy  Metropolitan prep oracy and literacy program  STEM: EAL/D support in mainstream  STEM: EAL/D learners accessing academic language  Bandscales State Schools (QLD) for EAL/D learners:  EAL/D learners: How to bandscale  An introductory guide to the bandscales (Part 1)  An introductory guide to the bandscales (Part 2)  An introductory guide to the bandscales (Part 3)

Thank you for participating.

If you have queries, you are welcome to email me at: mshep82@eq.edu.au Machelle Shepherd